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Supporting the conceptualization of student innovation projects through peer and expert feedback on virtual pitches

Chapter


Abstract


  • This activity involves students pitching early concepts for self-determined innovation projects they wish to undertake to an audience of peers and experts attending a live event in a virtual space. The students practice articulating their ideas while eliciting feedback and constructive criticism to help them further develop and refine those ideas, in preparation for formal face-to-face presentations they have to deliver to faculty in much the same way startup entrepreneurs do when putting forward a business proposal to a group of potential investors. The approach is intended to provide students with guidance and support in defining a clear vision and scope for their projects at the initiation phase, while still affording them freedom and autonomy in deciding what they ultimately wish to pursue. The authors originally developed the activity for an engineering design course, in which they brought together students and industry guests in a cyber “trade fair” hosted on a video-augmented three-dimensional virtual world platform called iSee; however, the activity may be adapted for use in a range of other contexts and disciplines, and to incorporate various types of online events based on synchronous collaborative technologies of the educator’s and/or students’ choosing.

Publication Date


  • 2017

Citation


  • M. J.W.. Lee, S. Nikolic & C. H. Ritz, "Supporting the conceptualization of student innovation projects through peer and expert feedback on virtual pitches," in Unplugging the Classroom: Teaching with Technologies to Promote Students' Lifelong Learning, S. Pixy. Ferris & H. Wilder, Eds. Cambridge, United States: Chandos Publishing, 2017, pp.119-135.

International Standard Book Number (isbn) 13


  • 9780081020357

Scopus Eid


  • 2-s2.0-85040163318

Ro Metadata Url


  • http://ro.uow.edu.au/eispapers1/471

Book Title


  • Unplugging the Classroom: Teaching with Technologies to Promote Students' Lifelong Learning

Start Page


  • 119

End Page


  • 135

Place Of Publication


  • Cambridge, United States

Abstract


  • This activity involves students pitching early concepts for self-determined innovation projects they wish to undertake to an audience of peers and experts attending a live event in a virtual space. The students practice articulating their ideas while eliciting feedback and constructive criticism to help them further develop and refine those ideas, in preparation for formal face-to-face presentations they have to deliver to faculty in much the same way startup entrepreneurs do when putting forward a business proposal to a group of potential investors. The approach is intended to provide students with guidance and support in defining a clear vision and scope for their projects at the initiation phase, while still affording them freedom and autonomy in deciding what they ultimately wish to pursue. The authors originally developed the activity for an engineering design course, in which they brought together students and industry guests in a cyber “trade fair” hosted on a video-augmented three-dimensional virtual world platform called iSee; however, the activity may be adapted for use in a range of other contexts and disciplines, and to incorporate various types of online events based on synchronous collaborative technologies of the educator’s and/or students’ choosing.

Publication Date


  • 2017

Citation


  • M. J.W.. Lee, S. Nikolic & C. H. Ritz, "Supporting the conceptualization of student innovation projects through peer and expert feedback on virtual pitches," in Unplugging the Classroom: Teaching with Technologies to Promote Students' Lifelong Learning, S. Pixy. Ferris & H. Wilder, Eds. Cambridge, United States: Chandos Publishing, 2017, pp.119-135.

International Standard Book Number (isbn) 13


  • 9780081020357

Scopus Eid


  • 2-s2.0-85040163318

Ro Metadata Url


  • http://ro.uow.edu.au/eispapers1/471

Book Title


  • Unplugging the Classroom: Teaching with Technologies to Promote Students' Lifelong Learning

Start Page


  • 119

End Page


  • 135

Place Of Publication


  • Cambridge, United States